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Creating Outstanding Classrooms

Author: Oliver Knight
Publisher: Routledge
ISBN: 1134508018
Size: 71.67 MB
Format: PDF, ePub
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This timely new book outlines a whole-school approach to embedding a sustainable model of teaching and learning that puts the learner at the heart of the system. It provides an entire framework for ensuring all students achieve above their expectations; incorporating school vision, teacher professional development, assessment models, school culture, leadership and management, and core classroom practices. It takes what the current research suggests does – and does not – work and builds it into a practical approach that has been tried, tested and proven to work. Each section incorporates the research, a model of how this can be embedded across a school and then a training section that allows senior leaders in schools to teach the skill-set to others to ensure it can be embedded and reviewed. Covering all aspect of teaching and learning including curriculum design, teacher practices, assessment and leadership, the book features: a clear planning framework that is easy to implement; subject based case studies to exemplify good practice; diagrams to clarify and consolidate information; training activities throughout each chapter, also available to download at www.routledge.com/9780415831178. Designed to be used as a training tool for both new and established teachers, this book is essential reading for senior leaders that want to equip their teachers with the skills and knowledge to create a school of outstanding classrooms.

Training To Teach

Author: Neil Denby
Publisher: SAGE
ISBN: 1473943744
Size: 77.64 MB
Format: PDF, ePub
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Teaching is a tough and challenging job and society demands more from its teachers than ever before. This new edition is an essential companion for those training to teach, providing an overview of important professional issues that all future teachers need to engage with in order to succeed in the classroom. Aiming to give you the confident start you need in the classroom, this third edition is equally valuable to those training to teach in both primary and secondary education, and includes: • New chapters on: inclusion; school-based training; creativity; and digital technologies • Increased coverage of behaviour management • A new feature outlining the relevant Teachers’ Standards at the start of each chapter The accompanying website https://study.sagepub.com/denby3e, has been updated to include additional material expanding on and complementing the contents of the book. This book is essential reading for professional studies modules on both primary and secondary initial teacher education courses at both undergraduate and postgraduate level, and on university-based and school-based training courses. Neil Denby is recently retired from the School of Education and Professional Development, University of Huddersfield and now works as an independent educational consultant.

What If Everything You Knew About Education Was Wrong

Author: David Didau
Publisher: Crown House Publishing
ISBN: 1845909801
Size: 20.82 MB
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If you feel a bit cross at the presumption of some oik daring to suggest everything you know about education might be wrong, please take it with a pinch of salt. What if everything you knew about education was wrong? is just a title. Of course, you probably think a great many things that aren't wrong. The aim of the book is to help you 'murder your darlings'. David Didau will question your most deeply held assumptions about teaching and learning, expose them to the fiery eye of reason and see if they can still walk in a straight line after the experience. It seems reasonable to suggest that only if a theory or approach can withstand the fiercest scrutiny should it be encouraged in classrooms. David makes no apologies for this; why wouldn't you be sceptical of what you're told and what you think you know? As educated professionals, we ought to strive to assemble a more accurate, informed or at least considered understanding of the world around us. Here, David shares with you some tools to help you question your assumptions and assist you in picking through what you believe. He will stew findings from the shiny white laboratories of cognitive psychology, stir in a generous dash of classroom research and serve up a side order of experience and observation. Whether you spit it out or lap it up matters not. If you come out the other end having vigorously and violently disagreed with him, you'll at least have had to think hard about what you believe. The book draws on research from the field of cognitive science to expertly analyse some of the unexamined meta-beliefs in education. In Part 1; 'Why we're wrong', David dismantles what we think we know; examining cognitive traps and biases, assumptions, gut feelings and the problem of evidence. Part 2 delves deeper - 'Through the threshold' - looking at progress, liminality and threshold concepts, the science of learning, and the difference between novices and experts. In Part 3, David asks us the question 'What could we do differently?' and offers some considered insights into spacing and interleaving, the testing effect, the generation effect, reducing feedback and why difficult is desirable. While Part 4 challenges us to consider 'What else might we be getting wrong?'; cogitating formative assessment, lesson observation, grit and growth, differentiation, praise, motivation and creativity.

Outstanding Assessment For Learning In The Classroom

Author: Jayne Bartlett
Publisher: Routledge
ISBN: 1317509382
Size: 56.71 MB
Format: PDF, Kindle
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The main feature of an outstanding lesson is that all students make progress. Taking the structure of a lesson as the starting point, this book demonstrates how assessment for learning can be used to enhance and support all aspects of the learning process. Including chapters on embedding assessment during each phase of the lesson, using assessment data to inform planning, questioning techniques and feedback, the book will help you to use assessment effectively to produce outstanding results. Packed full of practical strategies, this book shows you how you can make assessment meaningful in the classroom, directly impacting your students and creating a more autonomous learning environment. It is written specifically with the class teacher in mind and draws on a range of different examples across many subjects to deliver ideas that can be translated with ease to everyday teaching practices. With a strong focus on including assessment practices in the planning process to achieve outstanding results, this book covers: assessment for learning and an overview of the learning cycle practical teaching strategies and effective techniques to use in the classroom marking, feedback and using data to drive learning embedding assessment for learning in your classroom, department and school An effective guide for outstanding teaching and learning, this book offers an innovative approach and is packed full of practical exercises that are easy to apply in the classroom, proving essential reading for newly qualified and experienced teachers alike.

Language And Learning In Multilingual Classrooms

Author: Elizabeth Coelho
Publisher: Multilingual Matters
ISBN: 1847697194
Size: 39.71 MB
Format: PDF, Mobi
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This book offers practical research-based advice for teachers and other educators on how to adapt school and classroom procedures, curriculum content, and instructional strategies in order to provide a supportive learning environment for students of minority language backgrounds who are learning the language of instruction at the same time as they are learning the curriculum.

Teaching In Themes

Author: Deborah Meier
Publisher: Teachers College Press
ISBN: 0807774111
Size: 33.91 MB
Format: PDF, Kindle
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How do teachers and schools create meaningful learning experiences for students with diverse skills, abilities, and cultures? How can teachers authentically assess the learning of their students and build on their strengths and interests in ways that enrich the larger community? How can schools be turned into places where everyone is learning from each other? These are the big questions that guide the work of teachers at the well-known Mission Hill School in Boston and that are addressed in this book. Teaching in Themes will help schools incorporate a whole-school, theme-based curriculum that engages students across grade levels K–8. The authors provide detailed descriptions of four thematic units: What’s Baking? Learning Together About Bread and Bakeries; The Impact of Nature and Play; The Struggle for Justice: U.S. History Through the Eyes of African-Americans; and Astronomical Inquiries. Readers will see how teachers and students design “emergent inquiries” within the themes and create artwork, music, presentations, and a variety of hands-on learning experiences that support differentiated instruction across the curriculum. Book Features: Examples of whole-school projects designed to create a deep sense of immersion in a curricular theme and to build a multi-age learning community. Details of how teachers developed rich curriculum tailored to their unique students. The insights of legendary educator Deborah Meier on how whole-school thematic units were used to encourage collaboration among teachers. An afterword by teachers (and film makers) about the thinking behind their work featured in the widely-viewed film series “A Year at Mission Hill.” “The schools Deborah Meier created in New York and Boston are outstanding examples of democratic education in action. I will never forget the first time I visited one of Deborah’s schools in East Harlem and saw the joy and curiosity on the faces of children and teachers alike. I took time then to carefully describe the school’s practices, including its portfolio-based assessment system, because I believed the word needed to be spread. I still do. Happily, this new book from Deborah and her colleagues at the Mission Hill School adds to the literature on creative and collaborative teaching and on building trusting and powerful learning communities.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “Here is a book that shatters the prevailing definition of a ‘good’ school as one with high test scores. Teaching in Themes makes clear the often hidden fact that there are many kinds of ‘good’ schools for children, adults, and a democratic society, past and present. Experienced teachers tell a fascinating story about Boston’s Mission Hill School, its goals, curriculum, classroom lessons, and assessments that will knock the socks off many true believers in only one kind of a ‘good’ school.” —Larry Cuban, Professor Emeritus of Education, Stanford University “Real student engagement is not the result of entertaining instruction; it is borne from students being passionate about their own learning—about becoming young experts. This book gives a behind-the-scenes look at Mission Hill, a remarkably successful public school where the quality of student thinking and student work takes precedence over test scores, and where thematic learning builds powerful intellectual bridges within classrooms and across the school. When I visit elite independent schools, thematic, arts-infused learning is often the standard; in many public schools, it has almost disappeared. This book can help us understand the efficacy of this model in a diverse, urban setting, and why students from all backgrounds deserve this kind of education.” —Ron Berger, chief academic officer, Expeditionary Learning

The Essential Guide To Classroom Practice

Author: Andrew Redfern
Publisher: Routledge
ISBN: 1317627520
Size: 58.26 MB
Format: PDF, Docs
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The Essential Guide to Classroom Practice has been written with two questions in mind. These are the questions that are most important to all practitioners who seek to improve the quality of learning in their classrooms – what strategies work? and, how do we implement them? Covering all the areas that are key to effective teaching and learning, this text consists of over 200 practical strategies that secondary teachers can adopt and apply within their classroom. These strategies range from simple tools to improve the quality of questioning, to principles that can shape the whole approach to learning. Key topics covered include: The five-part lesson plan Developing thinking skills How to engage learners Encouraging collaborative learning Challenging and supporting Feedback and assessment A key feature of this book is the handy collection of ‘Top 10s’ that appear in each chapter, such as 10 ways to use data in the classroom and 10 ways to streamline your marking. The book clearly explains the benefit of each approach described and offers additional guidance on using websites and digital tools effectively in the classroom. Packed full of ideas, the book offers a one stop shop for busy teachers.

Play Learning And The Early Childhood Curriculum

Author: Elizabeth Wood
Publisher: SAGE
ISBN: 1446204685
Size: 55.82 MB
Format: PDF, ePub, Docs
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`An excellent overview of the development in thinking about play, based on research into different aspects of play...This book enables the reader to not only access, and engage with developing theories and ideas, but also provides practical ideas and examples that have been tried and tested in the classroom. This book should be compulsory reading for every teacher of young children who are interested in developing their practice to provide a stimulating, active and playful environment with their children in which effective learning and positive attitudes are developed' - Bernadette Hancock, Headteacher of Christ the King Primary School, Cardiff `One of the major strengths of the book is that it makes some complex theory highly accessible to its audience....This makes it an excellent introductory book for use on inservice and undergraduate programs' - Sue Rogers, Institute of Education `This book aims to improve the quality of play in "educational" settings. It will be valuable for a wide range of practitioners' - Nursery World `In this new and updated edition of an outstanding book, Wood and Attfield once again demonstrate how young children make meaning, and construct knowledge, through play. They combine an informed discussion of the 'ideological tradition' of the early childhood pioneers, which continues to underpin most contemporary provision, with a refreshing openness to the new insights provided by recent research, and the new opportunities offered by the Foundation Stage era. Their unrivalled explanation of the links between theorists, such as Vygotsky, and classroom provision for play, is now expanded through considerations of recent findings in neuroscience, and a renewed awareness of the sociocultural contexts of childhood, as well as by studies which acknowledge the importance of boisterous, rough-and-tumble, play activities for children's development. And throughout, they remind readers and practitioners of the important distinction between play as a spontaneous activity of children ('play as such'), and the play which educators offer as a medium for learning' - Elizabeth Brooker, Course Leader: MA in Childhood Studies, Institute of Education 'This book provides a thorough and up-to-date overview of the topical issue of teaching and learning through play. Chapters cover issues including assessment through play, the role of adults in children's play, the impact of play on social and emotional learning and how to develop a whole-school approach to learning through play. ...This book is theoretical and detailed but extremely interesting and there is certainly practical information to be found in it' - Early Talk This timely Second Edition explores recent developments which strongly endorse play as an integral part of the curriculum. The content has been fully revised to reflect contemporary thinking about the role and value of play in early childhood and beyond. A key focus is the provision of a secure theoretical and practical grounding for developing a pedagogy of play. In the first section, the authors provide an overview of recent developments in education policies, and reviews of research into different aspects of play. In the second section, the emphasis is on classroom practice, specifically: organizing and developing play with particular reference to the Foundation Stage and Key Stage 1; establishing progression and continuity with Key Stage 1; assessing children's learning through play; the role of adults in children's play; using the plan-do-review approach to integrate child-initiated and adult-directed play; the importance of socio-dramatic play for children's social and emotional learning; and developing a whole-school play ethos. This book enables practitioners to create unity between play, learning and teaching, and to improve the quality of children's learning. New material provided by practitioners has been added, to show how this unity can be successfully achieved. This is an essential text for students of education. It is highly recommended to those undertaking degrees in Childhood Studies and those on Initial Teacher Training programmes in early years and primary education.

Wie Kleine Kinder Schlau Werden

Author: John Caldwell Holt
Publisher: Beltz
ISBN: 9783407228550
Size: 24.60 MB
Format: PDF
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Ausgehend von der Beobachtung des kindlichen Spielens erläutert der Autor, wie Kinder denken und lernen.

Creating And Sustaining Small Learning Communities

Author: Grace Sammon
Publisher: Corwin Press
ISBN: 1412937906
Size: 71.66 MB
Format: PDF
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Offers procedures to foster data-driven decision making, a section on frequently asked questions, and a CD-ROM tool kit with planning templates and data collection and assessment tools.